期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：5
页码：3228-3239
DOI：10.9756/INTJECSE/V14I5.348
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：Participative decision-making is known as a significant element for effective educational supervision. Not only does it facilitate the execution of decisions but also heads towards the teacher’s respect and empowerment. Principals act as a pivotal person in maintaining and establishing school participative decision-making. The purpose of the research was to study the perception of teachers towards principals’ participative decision-making practices in government and private elementary schools of Lucknow, India. To collect the essential data for the study, the descriptive survey method was applied. Random sampling technique was used to select 80 elementary school teachers out of which 40 (10x4) teachers were taken from government schools and (10x4) teachers from private schools and 8 school principals through comprehensive sampling technique. The study has revealed that among the perception of government and private elementary school teachers regarding participative decision making the teachers of private schools are participating more in the decision-making practices in comparison to the government school teachers whereas, some of the government school principals believe that due to the job security some teachers do not initiate more in any extra duty and they do not make active participation in decision making. Teachers usually have a much more comprehensive awareness of their work management; the decision will be taken with a clearer understanding if teachers participate in decision making. Hence, participative decision-making has always been recognized as a vital element in making teachers feel appreciated and empowered.
